Children with learning problems have symbolic constraints that are held in uresolved psychic conlicts that take place in different constitutivemoments, which failed symbolization processes that characterize subsequently their representative activity (forms of narrative, drawning, reading and writing). The psychopedagogical treatment proposes a clinical setting that favors those conflicts updating and focuses on representational tasks that promotes the development of conflict and the deployment of new symbolic resources. This article summarizes the main results of the research "Transformations in symbolic processes in children and adolescents with learning problems" whose objective was to characterize the main changes found in the symbolic production of individuals with learning problems who attended for two years psychopedagogical treatment , and allowed the elaboration of dimensions for the analysis and the interpretation of clinical descriptors that caused mobility of complex psychical processes involved in the deployment of representative activity.